This
plan complies with the statutory guidance laid out in the SEN Code of
Practice 2014 and the Equality Act 2010 which replaces the Disability
Discrimination Act 1995 & 2005. The 2010 Act imposes equality
duties in respect of the protected characteristics which include

Age

Disability

Gender
re-assignment

Pregnancy
and maternity

Race

Religion
or belief

Sex

Sexual
orientation

Marriage
and civil partnership

This
plan should be read in conjunction with

Equality
Act 2010: advice for schools DfE February 2013

SEND
Code of Practice 0-25 (Sept 2014)

Schools
SEN Information Report

Statutory
Guidance on Supporting pupils at school with medical conditions
April 2014

The
National Curriculum in England Key Stage 1 and 2 framework document
September 2014

Safeguarding
Policy

The
SEN Code of Practice 2014 states that under the Equality Act 2010
schools:

Must
not directly or indirectly
discriminate against, harass or victimise disabled children and
young people

Must
not discriminate for a reason
arising in consequence of a child or young person’s disability

Must
make reasonable adjustments,
including the provision of auxiliary aids and services, to ensure
that disabled children and young people are not at a substantial
disadvantage compared with their peers. This duty is anticipatory –
it requires thought to be given in advance to what disabled children
and young people might require and what adjustments might need to be
made to prevent that disadvantage

Must
make reasonable adjustments
to procedures, criteria and practices and by the provision of
auxiliary aids and services.

Must
publish accessibility plans
setting out how they plan to increase access for disabled pupils to
the curriculum, the physical environment and to information.

At
Athena school we are committed to providing a fully inclusive and
accessible environment for all pupils, staff, parents and visitors. This accessibility plan outlines how we will meet the needs of
disabled pupils, staff and visitors within our school over the next 3
years.

Overall
aims:

To
ensure that disabled pupils and pupils with additional needs have
access to relevant equipment to support their access, development
and learning.

To
continue to ensure that all
pupils are able to access the curriculum and wider school life and
that reasonable adjustments are made when required.

To
ensure that all parents and carers are able to access the school’s
wider community and support with their child’s learning.

To
ensure that staff are trained in meeting the needs of all pupils
including those with additional needs and disabilities to enable
them to access the curriculum.

Target

Strategies

Timescale

Responsibility

Success
criteria

Evaluation

Physical
Access

To be aware of the access needs of
disabled pupils, staff, governors, parents and visitors

New pupil information taken from
EHC and Parent/carer interview

Before entry of every new child

SENCO
and Assistant Head

Penn picture produced and risk
assessment completed

Create
access plans and PEEPs for individual pupils when required.

As
required

SENCO

Plans
in place as and when needed

Identify
access needs of parents through parent interview and liaison with
child and family worker

Annually
at the beginning of the school year and then throughout the year
as required

SMT

Child
and family worker

School
is aware of access needs of parents and parents are able to access
the building effectively and safely.

Identify the needs of the staff
during recruitment, induction procedures, annual appraisal
meetings and back to work interviews.

Annually and then as required.

SMT

All needs of staff are highlighted
and necessary adjustments are made

Ensure pupils, staff and visitors
with physical difficulties are able to access the building
effectively and safely with and without support.

Entrances are clearly identified
and are accessible.

Checked
regularly

Mrs H
Trought

SENCO

All pupils, staff and visitors are
able to locate relevant entrances and are able to enter and exit
the building safely.

Magnetic
door fasteners throughout school have been serviced and are
working correctly.

Checked regularly and any problems
are reported immediately to the school office/SMT who will log the
problem with Engie and engage relevant services to fix the problem
promptly.

Relevant
outside company to service the system.

All
staff are able to close outside doors throughout school to ensure
accessibility.

Ensure
corridors are clearly accessible throughout school.

Corridors
are checked daily.

All staff.

All
pupils, staff and visitors are able to move around the school
safely.

Ensure that disabled pupils and
visitors in wheelchairs are able to access classrooms safely and
effectively.

Adapt layout of classrooms where
needed to ensure access for pupils with physical difficulties and
those in wheelchairs.

class
teachers.

Disabled pupils and pupils with
physical needs are able to access the classroom effectively and
safely.

Ensure that PEEPs are in place for
identified pupils with physical difficulties and that staff are
aware of the contents of the PEEP.

November 2017 and then updated
dependent on change of needs or staffing.

Initially Deputy Head SENCO

Identified pupils with physical
difficulties have a PEEP in place to ensure that they can evacuate
the building safely in the event of an emergency.

Ensure that the equipment within
school for pupils with physical difficulties meets their
individual needs and that identified staff are fully trained to
use them.

Ensure
that staff are aware of Occupational Health, recommendations,
plans and equipment for children with physical disabilities

As required

SENCO

Identified pupils to have
allocated time to follow Physio and O.T programmes with
appropriate equipment

Ensure equipment and resources for
individuals is appropriately used

As required

SENCO

Identified staff to liaise with
physiotherapist and occupational therapist

Ensure that pupils with Hearing
Impairment and Visual Impairment have access to the aids they
require or that reasonable adjustments have been made to meet
their individual needs.

Support
from the Hearing Impairment specialist teacher within school when
required.

Ensure
Hearing Loop is working and serviced

Ensure
that pupils with VI have access to the correct sized font as
advised by the orthoptist or specialist VI teacher.

As required

SENCO

Business Manager

Reasonable
adjustments are made to meet the needs of individual pupils.

Engie check the hearing loop
system

Target

Strategies

Timescale

Responsibility

Success
criteria

Evaluation

Access
to the curriculum.

Ensure that all children have the
correct height of furniture and are seated effectively within the
classroom to access teaching and learning.

Ensure
all tables, work areas and chairs are a suitable height for all
children especially when it is a new classroom.

Ensure that children who have been
provided with equipment such as classroom chairs from OT have
these assessed regularly in order to check that they are
functioning properly and are effective in enabling the pupil to
access the curriculum.

Annually

As required

SENCO,
class teachers and outside agencies such as OT and Physio.

All
pupils will have access to the correct height of furniture.

Pupils with specific furniture
will be able to access the curriculum effectively.

To ensure that staff are aware of
the specific needs of pupils within our school and that training
is provided as required.

Epilepsy Training

Annually

Staff have a developing
understanding of how to meet the needs of pupils with dyslexia and
dyscalculia within their classes.

Update
medical information in pupil’s files.

Ensure that first aid certificates
are updated when necessary and that staff are trained to meet the
needs of more complex medical needs such as diabetes.

Annually
and then ongoing.

First Aid training is undertaken
when required.

SENCO

School
Bursar

SLT

Staff are aware of children who
have medical needs within school and are trained to manage these
effectively.

Target

Strategies

Timescale

Responsibility

Success
criteria

Evaluation

Information

To
ensure that information for parents/carers/visitors/

Potential parents are accessible.

Check
that the information regarding SEND such as the SEND information
report, local offer, policy, accessibility plan is available on
the school website and is easily accessible.

Ensure that paper copies are
readily available should they be requested by parents/visitors who
do not have access to the internet.

Ongoing

SENCO

Parents/carers/visitors/ potential
parents are able to access information about the school easily and
in a relevant form for them.

Ensure that the languages of our
school community are reflected around school and that parents who
do not have English as their first language are still able to
access information from school.

Ensure that there are multilingual
signs in classrooms relevant for pupils

Ongoing

EAL coordinator

Our school global community is
reflected throughout.

Ensure
a translator is made available to parents/carer when required for
meetings etc.

Translate parent letters and
information for home into native language so parents can access
information

Ongoing

Child and
Family Worker

Parents who may struggle to
communicate in English are able to access information in their own
language wherever possible.

Latest news:

Science Week 2018

The students at Athena school have thoroughly enjoyed Science week this year. Monday began with the library taped off as a crime-scene; a mess had been made and clues had been left behind. It was down to the students to discover who had committed the crime – the theft of Mr Smallcombe’s precious Star Wars toys.